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| Hoover, H. D. | 1 |
| Smith, Lyle R. | 1 |
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Peer reviewedSmith, Lyle R. – Journal of Experimental Education, 1985
High school students of various ability levels were presented economics concepts lessons, varied according to their organization or structure. Test questions over concept ranged from simple recall of information to application of economics principles. Students scored generally higher when they were presented highly structured lessons. (LMO)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Cognitive Development, Cognitive Structures
Peer reviewedHoover, H. D. – Educational Measurement: Issues and Practice, 1984
Grade equivalent (GE) scores for elementary school achievement tests are defended in response to efforts to ban their use. Equal interval developmental scoring methods for the Sequential Tests of Educational Progress and the Comprehensive Tests of Basic Skills are criticized. (BS)
Descriptors: Achievement Tests, Cognitive Development, Elementary Education, Grade Equivalent Scores
